The Role and Position of the Universities of Applied Sciences in the Finnish Higher Education

Transcription

1 The Role and Position of the Universities of Applied Sciences in the Finnish Higher Education Dr. Jyrki Laitinen Oulu University of Applied Sciences School of Engineering

2 Oulu University of Applied Sciences OUAS School of Engineering Students International students Adult students 1400 Annual intake Completed degrees Employment rate 70% Staff Annual turnover 55 Meur 22 Meur Health and Social Care Renevable Natural Sources Engineering Business and Information Management Music, Dance and Media Vocational Teacher Education

3 Oulu University of Applied Sciences, School of Engineering Bachelor of Engineering (BEng) - Automation Engineering (Finnish) - Building Services (Finnish) - Civil Engineering (Finnish) - Construction Management (Finnish) - Information Technology (Finnish) - Information Technology (English) - Mechanical and Production Engineering (Finnish) - Medical Engineering (Finnish) Bachelor of Laboratory Sciences (BLabSc) -Laboratory Sciences (Finnish) Oulu Campus Master of Engineering (MEng) -Civil Engineering (Finnish) - Industrial Management (English) - Information Technology (English) Raahe Campus

4 Content Finnish education system Facts and figures Universities of applied sciences (i.e. polytechnics) Trends in higher education in Finland Example of the curriculum development in OUAS

5 Finnish education system nine-year basic education (comprehensive school), preceded by one year of voluntary pre-primary education upper secondary education, comprising vocational and general education higher education, provided by universities and polytechnics adult education is provided at all levels of education

6 Finnish education system Finnish higher education comprises of a dualistic model: Universities promoting research and scientific and artistic learning. They confer Bachelor's, Master's, licentiate and doctoral degrees. Universities of applied sciences (known also as polytechnics) promoting professional or work-related higher education and applied R&D. The first university was established in Turku in The regular operation of universities of applied sciences started in 1996.

7 Students Beginners/year Graduates/year Students Beginners/year Leavers/year Students Beginners/year Leavers/year

8 Source:

9 Facts and figures Universities UASs Number Students Annual beginners Graduates Government funding 1750 Meur 870 Meur 42% (367 Meur) directly from the government and 58 % (503 Meur) from local municipalities

10 Finnish universities and universities of applied sciences All universities are stateowned and subordinate to the Ministry of Education. Four of the UASs are run by local authorities, seven by municipal education consortia and 14 by public companies. Source: kaisu/cimo/embeds/cimowwwstructure/15617_hig her_education_2010.pdf

11 Tasks of the unversities of applied sciences

12 Studying in the universities of applied sciences The extent of UAS degree studies is generally study points (ECTS), which means years of full-time study. This education is arranged as degree programmes. The entry requirement is a certificate from an upper secondary school or the matriculation certificate, a vocational qualification or corresponding foreign studies. The requirement for Master's studies in polytechnics is a Bachelors' level polytechnic degree and at least three years of work experience. The polytechnic Master's, which is study points and takes years, is equivalent to a university Master's in the labor market.

13 Fields of education in UAS sector and number of students in each field in 2009 Humanities and Education % Culture % Social sciences, business and administration % Natural sciences % Technology, communication and transport % Natural resources and the environment % Social services, health and sport % Tourism, catering and domestic services %

14 Trends in the higher education in Finland The number of unversities and universities of applied sciences will decrease in the near future (unversities from 16 to 14, UASs from 25 to17). The number of local officies of the higher educational institutes will decrease from 130 -> 80 (?). It is proposed that all UASs should be organized as public companies. The main owner would be the Finnish state. This would solve the confrontation with the steering and funding. Now most of the funding comes from local municipalities but the steering from the ministry of education. The local co-operation of the universities and UASs will increase. This concerns administration, education and RDI (reasearch, development and innovation) work.

15 Trends in the higher education in Finland (cont.) The number of degree programmes will decrease. Now, there are approximately 600 degree programmes in the universities and 400 in the UASs. The number of students in the science and technology will decrease. There are two reasons for this. First, the interest of young people to these fields has decreased. Second, the ministry of education directs the funding more on secondary vocational education. The funding of the UASs will change more dependable on the measured quality criteria. In UASs the education is directed more on problem and project based learning, which is implemented in close collaboration with companies and public sector employers.

16 Example of the curriculum development Degree Programme of Information Technology(BEng) Two options: wireless devices and software development Bachelor s degree 4 years 240 ECTS cr Bachelor s thesis 15 ECTS cr Practical training 30 ECTS cr. Professional studies (compulsory / optional) 180 ECTS cr Basic studies (compulsory / optional) Free-choice studies 15 ECTS cr Usually in co-operation with companies. 30 ECTS cr in projects in close co-operation with companies. Pedagogical objectives carefully defined. Includes basics of project working Content promotes topical subjects or working in a business incubator

17 Example of the curriculum development (cont.) At least three major transitions Individual curriculums enable just-on-time -type learning. Gradual transition of students from studying to working life. The role of the teachers changes from a schoolmaster to a coach that guides students and creates connections between students and working life. This is obviously the most challenging regeneration in the process.

18 More information CIMO. Organisation for international mobility and cooperation. Study in Finland. The Finnish Higher Education Evaluation Council (FINHEEC). The Ministry of Education.

19 Thank you for your attention!